2050 Step 3 Explain


Writing Anchor Standard 6:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Speaking and Listening Anchor Standard 2:  
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Speaking and Listening Anchor Standard 3:  
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Design Learning Process Step 3  |  Explain

Explain  |  Lesson Prior to March 1


Step 3)  Explain  Define Scope, Structure, and Feedback

Using the participants’ words, introduce new vocabulary, as well as explain key concepts and required skills

Make Sense of Input and Feedback

3.1   Students make sense of information of greatest importance as gathered from users and stakeholder to then propose relevant findings

Consider Alternatives

3.2   Based on initial investigations, learners brainstorm via open-ended “what if?” questions and divergent thinking – then propose multiple purposeful, creative, and innovative design solutions

Activity 1

Explain Part I – Make Sense of Feedback  and Alternatives (one  50-min session)

Teams sort information gained as a result of presenting to global design learning partners in the UK

Students ask “how might we …” questions along with engaging in divergent thoughts to explore multiple approaches to producing a purposeful, creative, and innovation design solution – to ensure that industry and the economy of Kansas City will benefit

Identify Criteria

3.3   Students identify a set of clear criteria (3-4) as indicators of productive purpose, creativity, and innovation to assist with the design decision making process

Embed Feedback Loops

3.4   Learners generate ideas for potential embedded checkpoints as formative feedback loops within the design process – to assess progress, impact of design decisions

Activity 2

Explain Part II – Identify Criteria and Feedback Loops (one  50-min session)

Teams identify 3-4 items to serve as criteria of a successful design solution and checkpoints for decision making

Students create an implementation timeline that includes decision making checkpoints to stay on track during the Demonstrate phase of the design learning process

Conduct Formative Assessments

3.5   Students take a scored but non-graded formative assessment of levels of readiness – to apply and transfer key concepts and skills

Create a Plan of Action

3.6   Learners transform their roadmap into a plan of action  – including final form of design, resources, sequence of key implementation events and activities, and prospective desired outcomes

Activity 3

Explain Part III – Formative Assessment and Plan of Action (one  50-min session)

Students will take a non-graded formative assessment (brief check-in with student on progress) of levels of readiness prior to Step 4 – Demonstrate

Teams finalize their roadmap into a plan of action  – including final form of design, resources, sequence of key implementation events and activities, and Kansas City-centered desired outcomes

Design Solution Options
Art 2D, 3D Expression; Design Product, Communication , Service; The Humanities User Experience, Retrospective, Projection; Science Physical or Natural System Study; Technology Software System or Service; Engineering Structural System; Math Mathematical Model Study

Doris Wells-Papanek,
Feb 5, 2014, 10:38 AM